中国职业技术教育

全球范围内，受新公共管理与绩效主义思潮影响，教育评价体系普遍面临“工具理性”压倒“价值理性”的危机。这一张力在国家主导发展同时经历深刻市场化转型的社会中表现得尤为复杂。将中国新一轮职业教育评价改革作为一项独特的“批判性案例”，采用质性多案例研究方法，选取代表国家级示范（A校）、地方骨干（B校）及市场化民办（C校）三类典型院校，通过32份深度访谈和系列内部文件的扎根分析，探究其中的实践悖论与生成机制。发现改革实践中形成了深刻的内在悖论：(1)目标悖论，“立德树人”的根本任务在资源与声誉竞争中，被以就业率为核心的显性经济目标系统性悬置；(2)标准悖论，工匠精神等核心价值在量化考核中被技术性地简化乃至符号化，导致对“价值”的测量行为本身消解了价值；(3)主体悖论，政府、学校、企业、学生等多方利益博弈将评价锁定在工具性的“最大公约数”上，形成抑制改革的“结构性共谋”。这些悖论是路径依赖、组织同构与中国特有治理模式共同作用的结果。为超越韦伯式的“铁笼”困境，基于经验发现提炼并构建了“融合性理性”（Integrative Rationality）这一理论构念，即在“价值理性”的终极关怀统摄下，批判性地运用“工具理性”作为实现手段的一种新型实践智慧，其实现路径在于重塑评价哲学、再造育人场域和创新评价技术，最终迈向一个多元协同的评价新生态。

Globally, under the influence of New Public Management and performance-oriented ideologies, education evaluation systems commonly face a crisis where "instrumental rationality" overwhelms "value rationality." This tension manifests particularly complexly in societies where state-led development coexists with profound market-oriented transitions. Taking China's new round of vocational education evaluation reform as a unique "critical case," this study employs a qualitative multi-case research approach, selecting three representative institutions—a national demonstration school(School A), a regional backbone school(School B), and a market-oriented private school(School C). Through grounded analysis of 32 indepth interviews and a series of internal documents, the practical paradoxes and generative mechanisms are explored. The findings reveal profound internal paradoxes in the reform practice:(1)Goal Paradox: The basic task of "Fostering Virtue Through Education" is systematically marginalized by explicit economic goals centered on employment rates amid resource and reputation competitions.(2)Standard Paradox: Core values such as craftsmanship spirit are technically simplified or even reduced to symbols in quantitative assessments, leading to the very measurement of "value" dissolving its essence.(3)Subject Paradox: Multi-stakeholder games among the government, schools, enterprises, and students lock evaluation into instrumental“lowest common denominators,” forming a "structural collusion" that inhibits reform. These paradoxes result from the interplay of path dependency, organizational isomorphism, and China's unique governance model. To transcend the Weberian "iron cage" dilemma, the study proposes and constructs the theoretical concept of "Integrative Rationality" based on empirical findings. This concept refers to a new form of practical wisdom in which "value rationality" provides overarching guidance, while "instrumental rationality" is employed critically as a means of realization. Its implementation pathways involve reshaping evaluation philosophy, reconstructing educational environments, and innovating evaluation technologies. Ultimately, moving toward a new ecosystem of collaborative and diversified evaluation.